نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکتری فلسفه ، تهران، ایران
2 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The aim of the present study is to explain and examine the relationship between phronesis, pedagogical content knowledge (PCK), and weak will in teachers' educational decision-making . Relying on the framework of Aristotelian philosophy and contemporary theories of education, the present study attempts to show how phronesis can play a mediating role between theoretical knowledge and teachers' behavior and prevent the emergence of a gap between "knowing" and "doing". The research method is a mixed type (quantitative-qualitative) and is based on a sequential explanatory design. In the quantitative part, the descriptive-correlation method is used to examine the relationships between variables. In the qualitative part, using semi-structured interviews with teachers and content analysis, the internal mechanisms of educational decision-making, the experience of weak willpower, and the way in which educational knowledge is realized or suspended in educational practice are analyzed.
Quantitative findings show that there is a positive and significant relationship between the level of teachers' phronesis and the level of application of educational content knowledge, while a negative and significant relationship is observed between phronesis and weak willpower. The results of the qualitative part also reveal that teachers with higher phronesis have more situational insight, willpower stability, and moral sensitivity in dealing with complex educational situations and are able to transform their educational knowledge into effective educational behaviors appropriate to classroom conditions.
Based on the research, and as an intermediary link between knowledge and practice, it improves the quality of teachers' educational decision-making.
کلیدواژهها [English]
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